Search (25 results, page 2 of 2)

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Abstract

Division is obviously important to Knowledge Organization. Typically, an organizational infrastructure might acknowledge three types of connecting relationships: class hierarchies, where some classes are subclasses of others, partitive hierarchies, where some items are parts of others, and instantiation, where some items are members of some classes (see Z39.19 ANSI/NISO 2005 as an example). The first two of these involve division (the third, instantiation, does not involve division). Logical division would usually be a part of hierarchical classification systems, which, in turn, are central to shelving in libraries, to subject classification schemes, to controlled vocabularies, and to thesauri. Partitive hierarchies, and partitive division, are often essential to controlled vocabularies, thesauri, and subject tagging systems. Partitive hierarchies also relate to the bearers of information; for example, a journal would typically have its component articles as parts and, in turn, they might have sections as their parts, and, of course, components might be arrived at by partitive division (see Tillett 2009 as an illustration). Finally, verbal division, disambiguating homographs, is basic to controlled vocabularies. Thus Division is a broad and relevant topic. This article, though, is going to focus on Logical Division.

Type

a

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Abstract

Integrative level classification (ILC) is a research project being developed since 2004 by some members of the Italian chapter of ISKO, also involving cooperation with other researchers. Anyone interested is welcome to contact us at: ilc@mate.unipv.it. Aim of the project is to test application of the theory of integrative levels to knowledge organization (KO). This implies a naturalistic-ontological approach to KO, which is obviously not the only possible approach - actually it even looks to be unfashionable nowadays, although it agrees with current trends towards interdisciplinarity and interrelation between many research fields.

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Abstract

Colon Classification (CC) is truly the first freely faceted scheme for library classification devised and propagated by Dr. S.R. Ranganathan. The scheme is being taught in theory and practice to the students in most of the LIS schools in India and abroad also. Many manuals, Guide books and Introductory works have been published on CC in the past. But the present work tread a new path in presenting CC to the student, teaching and professional community. The present work Colon Classification: Theory and Practice; A Self Instructional Manual is the result of author's twenty-five years experience of teaching theory and practice of CC to the students of LIS. For the first ime concerted and systematic attempt has been made to present theory and practice of CC in self-instructional mode, keeping in view the requirements of students learners of Open Universities/ Distance Education Institutions in particular. The other singificant and novel features introduced in this manual are: Presenting the scope of each block consisting certain units bollowed by objectives, introduction, sections, sub-sections, self check exercises, glossary and assignment of each unit. It is hoped that all these features will help the users/readers of this manual to understand and grasp quickly, the intricacies involved in theory and practice of CC(6th Edition). The manual is presented in three blocks and twelve units.

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Abstract

Various fields, each with its own theories, techniques, and tools, are concerned with identifying and representing the conceptual structure of specific knowledge domains. This paper compares facet analysis, an analytic technique coming out of knowledge organization (especially as undertaken by members of the Classification Research Group (CRG)), with semantic frame analysis, an analytic technique coming out of lexical semantics (especially as undertaken by the developers of Frame-Net) The investigation addresses three questions: 1) how do CRG-style facet analysis and semantic frame analysis characterize the conceptual structures that they identify?; 2) how similar are the techniques they use?; and, 3) how similar are the conceptual structures they produce? Facet analysis is concerned with the logical categories underlying the terminology of an entire field, while semantic frame analysis is concerned with the participant-and-prop structure manifest in sentences about a type of situation or event. When their scope of application is similar, as, for example, in the areas of the performing arts or education, the resulting facets and semantic frame elements often bear striking resemblance, without being the same; facets are more often expressed as semantic types, while frame elements are more often expressed as roles.

Type

a

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Abstract

ANALYTICO-SYNTHETIC CLASSIFICATION- the brain-child of S.R. Ranganathan has brought about an intellectual revolution in the theory and methodology of library classification by generating new ideas. By his vast erudition and deeper research in the Universe of Subjects, Ranganathan applied a postulation approach to classification based on the concept of facet analysis, Phase Analysis, Sector Analysis and Zone Analysis. His enquiry into the concept of fundamental Categories as well as the Analytico-Synthetic quality associated with it, the use of different connecting symbols as in the Meccano apparatus for constructing expressive class numbers for subjects of any depth, the versality of Notation, the analysis of Rounds and Levels, the formation and sharpening of Isolates through various devices, the introduction of the novel concepts of Specals, Systems, Speciators, and Environment Constituents has systematized the whole study of classification into principles, rules and canons. These new methodologies in classification invented as a part of Colon Classification have not only lifted practical classification form mere guess work to scientific methodology but also form an important theme in international conferences. The present work discusses in details the unique methodologies of Ranganathan as used in CC-7. The concepts of Primary Basic Subjects and Non -Primary Basic Subjects have also been discussed at length.